Partnership for Inclusive Education: A Critical Approach to Collaborative Working

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British journal of Sociology of Education 19 2 , , International Journal of Inclusive Education 7 3 , , Educational and child Psychology 17 4 , , Articles 1—20 Show more. Help Privacy Terms. Making learning happen: A guide for post-compulsory education P Race Sage , Jessica Kingsley Publishers , Beyond the school gates: Can full service and extended schools overcome disadvantage? Partnerships for inclusive education: A critical approach to collaborative working L Todd Routledge , Towards extended schools?

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Critical dialogue, critical methodology: bridging the research gap to young people's participation in evaluating children's services L Todd Children's Geographies 10 2 , , They want to collaborate and work with their peers. They want to incorporate the technology they love into their classroom experiences as much as they can.

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In short, they have just as high a set of expectations of their educators as their educators have of them. The Common Core Standards Initiative also states primary areas of focus for their development. These are based on teaching our students the same kinds of 21st century skills. This excerpt is from their website:. The Common Core focuses on developing the critical-thinking, problem-solving, and analytical skills students will need to be successful.

We've given hundreds of presentations to educators and administrators in several countries over the years. As society advances, so will the complexity of its manageable conflicts. This is what Solution Fluency is all about. It means solving complex problems effectively in real time using unique and carefully designed solutions. Such an individual is an asset to any workforce. Students need to be able to think and work creatively in both digital and nondigital environments to develop unique and useful solutions. This comes from doing rewarding projects and meaningful tasks that give them challenges to overcome in imaginative ways.

They are constantly searching for ways to express themselves and their uniqueness. Through social media, they display this creative edge and are given constant and instantaneous feedback from their peers. This is why Creativity Fluency is one of the Essential Fluency skills. It is fundamental that this side of any student is allowed to shine forth in their learning. Students need the ability to think analytically, which includes proficiency with comparing, contrasting, evaluating, synthesizing, and applying without instruction or supervision.

Tasks that require linear thinking and routine cognitive work are being outsourced more and more. Camargo; Moraes; Molina; Leite, Recalling that the text above was prepared after the first three years of the study, the majority of the needed advances pointed out were achieved by the end of the project in Regarding the objectives of action research, still according to Thiollent, , the following aspects could be analyzed:.

Pertinent examples from the research are: requests from teachers; their representations and that of students and of society about the teaching profession, about the students, about pedagogical issues; their capacity for action or mobilization, etc;.

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According to the author the relation between those two objectives is variable. Generally speaking, greater knowledge leads to a better performance of the action. However, in the case of the present research, we observed that the daily demands of the practice, rooted in government policies, often appeared as limiting the time for knowledge. Researchers had then to take special care to keep the balance between the practical objectives and those knowledge-related during the study. This objective was present throughout the research process, perceived by the identification of other CEFAMs, in the socialization meetings, of the issues and propositions made the teachers from the CEFAM "Ayres de Moura".

Also, in the texts produced by the teachers involved and presented in national scientific meetings, there was a systematization of the knowledge generated from the fieldwork data, which contribute to the expansion of the field. Thiollent still points out the following aspects that give shape to the methodology of action research:. Examining these aspects with the group and using them as categories of analysis of the process carried out up until then we concluded that we were actually developing an action research.

The Report of the external evaluation to which we submitted the projects belonging to FAPESP's Improvement of Teaching Program 14 confirms the theoretical and methodological framework of collaborative action research present in the projects, and develops an analysis that extends the understanding of its meaning, of its potential and of its difficulties, pointing to the need to widen and deepen theoretical questions associated with this modality of qualitative research. Under this view, maintaining the theoretical and methodological coherence is indispensable in terms of group alertness. Critical-collaborative action research.

Having configured, at last, the collaborative action research in the process of the study Qualification of the Public Teaching , there remained still one issue: would this be a critical-collaborative action research? Supported by Kincheloe, , Franco, presents the following consideration when analyzing what defines a collaborative action research as critical:.

When the search for transformation is requested by the reference group to the team of researchers, the study has been classified as collaborative action research, where the function of the researcher will be of taking part and making scientific a process of change previously started by the members of the group. The research was carried out in response to the request of a group of teachers from the school, which faced complex, conflicting and unstable situations, situations that characterize the teaching activity.

The university researchers carried out with the teachers and other members of the institution a collaborative action research whose purpose was of creating a culture of analysis of the practices at school, with a view to its transformation by the teacher with the help of university teachers.

If such transformation is perceived as necessary based on the initial work of the researcher with the group, as a consequence of a process that values the cognitive construction of experience supported on collective critical reflection, with a view to the emancipation of the subjects, and from the conditions that the group feels as oppressive, then this research begins to assume the character of being critical, and thus the classification of critical action research has been employed.

The study started from the assumption that teachers are capable of developing a method for the problematization, analysis and investigation of the practical reality of teaching, grounded on their previous experiences, their initial education, other people's experiences in the school context, and on the existing theories to find solutions for the demands that practice places upon them, and thence produce knowledge.

The development of this method does not happen spontaneously.

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It requires collaboration. Thus, the methodology of collaborative action research imposed itself as the more adequate. One of the leading factors that gathered the team of university researchers around the proposition and conduction of the research was the commitment to carry out a study in a public school , and such that the study had as its characteristic to be conducted with the teachers and not just about them , and also that it was carried out with the school community, involving teachers, principals and coordinators. That is so because our assumption is that one of the most valuable kinds of continuing education is the one that takes the school contexts as objects of analysis.

This favors the theory-practice relation, since in traditional modes of continuing education, such as courses and various training, the mediation between those modalities and the school contexts has not been established, resulting in an investment targeted more at the professionalization of the teacher and less at the changes of institutional practices necessary for the improvement of the results of schooling. The choice of configuring the research in the school space unveiled the complete problem involving the school as an organization within a given system in this case, the state public system , pointing towards important questions related to public and governmental education policies.

The condition for being a critical action research is diving into the praxis of the social group under study, whence are extracted the latent perspectives, the hidden, the unfamiliar that sustains the practices, and the changes will be negotiated and engendered in the collective. In this sense, collaborative action researches often take on the character of criticality. Franco, Critical action researchers try to uncover those aspects of the dominant social order that undermine our efforts for emancipative goals.

Critical action research considers the voice of the subject, his perspective, his sense, but not just for the records and later interpretation by the researcher, the voice of the subject will be part of the fabric of the research methodology. In this case the methodology does not happen through the steps of a method, but is organized in the relevant situations emerging from the process.

Hence the emphasis on the formative character of this modality of study, for the subject must be conscious of the transformations that take place in him and in the process. It is also because of this that such methodology assumes an emancipative character, since through the conscious participation the research subjects have the opportunity to free themselves from myths and prejudices that organize their resistance to change, and reorganize their self-images as historical subjects. The methodology of collaborative action research allowed this involvement.

It considered issues related to the process of interaction between the group of university researchers and the school team nature and overcoming of conflicts ; to the nature of reflection and to the knowledge that teachers engendered of their practices; to the process and rhythm of changes. Through collaborative reflection the teachers became capable of producing meaning and knowledge that allowed them to guide the process of transformation of school practices, bringing about changes in the school culture, creating a community of analysis and investigation, personal growth, professional commitment and democratic and emancipative organizational practices.

The dialogue between the authors referred to above and the aspects of the research makes it possible to identify it as a critical-collaborative action research. Contributions of critical-collaborative action research to teacher education. In the s the literature on the education of reflective teachers shifted from a perspective excessively centered in the methodological and curriculum aspects to a view that considers the school contexts.

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School organizations produce an internal culture of their own and that express the values and beliefs shared by the members of the organization. They are not just propagators, but also producers of social practices, of values, of beliefs and knowledges, fueled by the effort of searching for new solutions to the problems experienced. According to Zeichner , the education always involves mobilizing various knowledges: knowledges of a reflective practice, knowledges from a specialized theory, knowledges from a pedagogical militancy Pimenta, Understood as such, the education constitutes not just a process of professional improvement, but also a process of transformation of the school culture, in which new participative and democratic management practices are implemented and consolidated.

In this sense, the education of reflective teachers constitutes an emancipative pedagogical project cf. Kincheloe, ; Pimenta e Such proposal of transforming the school into a critical community faced obstacles to its fulfillment in the case of the Qualification of the Public Teaching and Teacher Education study. The obstacles were related to attitudes of resistance to change, to the bureaucratization of the education system, to the hierarchical and profoundly authoritarian structure of the school, and to the fragility of the professional statute of the teachers.

Nevertheless, despite their weight on the school team researched, these aspects were offset by the teachers' commitment to their profession and job, several times demonstrated during the four years of the study. Teachers resisted to the follies of authoritarianism. They resisted proposing solutions not always heard by the authorities.

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The research project was largely responsible for keeping the flame of resistance alive by increasing the teachers' self-esteem, and by supplying them with theoretical instruments for their analyses and proposals. To allow the turn away from individual reflection towards emancipative commitments,. As Franco , p.

Analyzing the results from the two experiences of critical-collaborative action research discussed in the present text, it is possible to add a few features that allow a better configuration of the sense and meaning of this methodological approach from a theoretical-methodological viewpoint and from a political-institutional viewpoint. As for the first:. This, however, takes time to establish itself and mature;. Their role is to strengthen the professionalism of the teachers through spelling out, recording, shared reflection, proposition, development, and analysis of participative projects from the needs of teachers and from their perception by the researchers.

With that, they make it possible to widen the decision and autonomy spaces of teachers against the impositions placed upon them. As far as public policies are concerned, the studies, and particularly the second one, have showed, on the one hand, innumerable difficulties to their realization at the school under study, specially with respect to the poor working conditions of teachers: paid by the hour, and under temporary contracts The collective and pedagogical time HTPC included in the working hours assume a merely bureaucratic character since, in practice, with temporary teachers working by the hour, the collective aspect becomes a fiction, for it is not possible to make teachers hours match under such diverse and unbalanced situations.

On the other hand, the perspective of the bureaucratic school makes itself felt in the strongly authoritarian and hierarchical relationship with the Secretariat for Education, something that was made evident in those four years by the abrupt change of location of the CEFAM to a different borough, with severe consequences to students and teachers, as well as by the endless modifications to the school's managing staff, making it difficult to establish shared projects.

Also by the authoritarian practice of defining projects at the central level, just from what those bodies believe to the good for the school. There is no room for pedagogical proposals from the problems faced by the school. When the latter do propose something, thanks to teachers' involvement, the material and human resources support is nonexistent.

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  8. Studies carried out in other countries 19 reveal that in the absence of participation from the actors involved in the definition of innovations, particularly from teachers in the case of school institutions, those innovations do not materialize. Despite this picture, the research showed the gaps in which it worked and those that it made wider.

    Many were the difficulties. However, the study also made clear the difficulties in establishing collectives. The long-standing competitive practice present in society, highly stimulated by the teaching system through the fragility of a precarious statute of professionality, was one of the factors most strongly felt as being difficult to overcome.

    The established practice in the intermediate levels of the administration Regional Office of the policy of 'favors' and 'accommodations', which could be clearly seen in the attribution of classes, apart form the authoritarianism and administrative centralism that do not recognize competence as a criterion for promotion, also hampers any proposal of projects and transformation of practices based on the processes collectively discussed and assumed. The fieldwork data of the researches carried out here have confirmed results from other qualitative studies conducted by researchers from Brazil and from other countries, which have pointed to the enormous potential for the transformation of the practices afforded by collaborative action research.

    They have also revealed the importance of their results fertilizing the development of transformations in public policies and, in particular, in the forms of management of education systems, valuing and supporting initiatives and projects originated in schools, creating the structural conditions for their establishment as spaces for analysis and political and pedagogical proposals, from a common goal of effective democratization of education, both quantitatively and qualitatively, with a view to a really inclusive school. Inclusive socially, politically, economically, culturally, scientifically and technologically.

    Tese doutorado. Teachers as researchers: the rationale, the reality. Research in Science Education , v. Paulo: Ed. UNESP, Paris: PUF, Autonomia de professores. Cartografias do trabalho docente. Campinas: Mercado de Letras, Curitiba: Endipe, Tese Doutorado. Lisboa: Dom Quixote, Conhecimento e interesse. Rio de Janeiro: Paz e Terra, Campinas: Papirus, Porto Alegre: ArtMed, Madrid: Morata, El maestro como profesional reflexivo.

    Received Pimenta has written six books and numerous articles published in Brazilian and international journals. Action belongs to the subjects, it is typical of the human beings and they express themselves in it. In action, we act according to what we are, and in what we do it is possible to see what we are.

    Partnership for Inclusive Education: A Critical Approach to Collaborative Working Partnership for Inclusive Education: A Critical Approach to Collaborative Working
    Partnership for Inclusive Education: A Critical Approach to Collaborative Working Partnership for Inclusive Education: A Critical Approach to Collaborative Working
    Partnership for Inclusive Education: A Critical Approach to Collaborative Working Partnership for Inclusive Education: A Critical Approach to Collaborative Working
    Partnership for Inclusive Education: A Critical Approach to Collaborative Working Partnership for Inclusive Education: A Critical Approach to Collaborative Working
    Partnership for Inclusive Education: A Critical Approach to Collaborative Working Partnership for Inclusive Education: A Critical Approach to Collaborative Working
    Partnership for Inclusive Education: A Critical Approach to Collaborative Working Partnership for Inclusive Education: A Critical Approach to Collaborative Working
    Partnership for Inclusive Education: A Critical Approach to Collaborative Working Partnership for Inclusive Education: A Critical Approach to Collaborative Working

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